Following the advice of school district fine arts administrators, Ms. Alonzo was on a mission to prove that visual arts classes could support core objectives and standards. Art teacher, Ms. Alonzo, approached the school librarian, Ms. Hunt, informally during lunch in the teacher's lounge to see if there was a way that she could take her portrait lesson to the next level by addressing other content area objectives. Ms. Hunt suggested that Ms. Alonzo expand the project to include Social Studies and English Language Arts objectives by requiring students to research the subject matter of their portrait and write an original biographical poem. Great idea!
Oh, to serve in a school where specialists and classroom teachers think of the librarian first when they have an instructional problem to solve!
After brainstorming together during Ms. Alonzo's prep time the next day, the team decided to focus on Ms. Alonzo's 8th-Grade art classes. They specifically wanted to help make connections between art, language arts, and social studies. Additionally, they wanted to continue to strengthen the sensory images reading comprehension strategy that the 8th graders were already introduced to in their Language Arts class.
Yes! The global view of the school librarian helps in making these inter-grade-level/inter-departmental connections. Brava!
Their initial goals are to incorporate the sensory images strategy, make cross curriculum connections (Language Arts, Social Studies, and Art), and create a final product that reflects those connections. Students will use sensory images to increase comprehension by responding to "paired" text and images, engage with multimodal resources, and examine how text and images relate. This lesson is designed to introduce students to significant political, social, and military leaders of the United States. The culminating project will be a portrait of a significant 21st-Century contributor with an accompanying biographic poem that weaves sensory images with biographical details together.
Fascinating!
Their initial objectives are that students will identify sensory language in various primary and secondary sources, identify the difference between a portrait and other type of subject matter in artworks, create a portrait of a 21st-Century figure according to the traditional rules of proportion in portraiture, and design and perform an original bio poem. Additionally, students will self assess their own work and present their completed portrait with the audio recording of them reading their Bio-Poem using VoiceThread.
The team has chosen this project because they're convinced that when you combine art with core content, student buy-in is always greater. Students will be free to choose the 21st-century figure that they feel has contributed to American history, society and/or culture. By placing the responsibility to select a key contemporary figure in the hands of each student, he or she has the opportunity to acquire deeper knowledge about someone and something that he or she thinks is meaningful. That choice makes the entire lesson more relevant to them.
Agreed! I will be important to provide a sample portrait, poem, and final product. Yes?
Collaborative Planning Form
Teacher/Topic: Ms. Alonzo & Ms. Hunt - More Than Words: A Unit on Sensory Images and Portraits of America
Dates/Times: Lesson Length = 6 60-minute lessons
The following planning form covers the entirety of the unit from beginning to end. The information that applies to the 60-minute lesson that we are focusing on ishighlighted.
Content Standards and Information Literacy
AASL Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
AASL Standard 1: Inquire, think critically, and gain knowledge.
1.4 Self-Assessment Strategies.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
AASL Standard 4: Pursue personal and aesthetic growth.
4.1 Skills.
4.1.1 Read, view, and listen for pleasure and personal growth.
AASL Standard 4: Pursue personal and aesthetic growth.
4.4 Self-Assessment Strategies.
4.4.1 Identify own areas of interest.
TEKS Art, Grade 8
1(A) illustrate ideas from direct observation, imagination, and personal experience and from experiences at school and community events
2(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally
4(A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques
TEKS Social Studies, Grade 8
23(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
26(B) identify examples of American art, music, and literature that reflect society in different eras
TEKS Language Arts, Grade 8
3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work
8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Excellent identification of AASL/TEKS standards. For the unit, I expected to see one or two from the Technology TEKS as well. ???
Instructional Strategies
Graphic organizer for recording sensory images in portrait and paired texts, as well as music and portraits. This may be the only research-based instructional strategy on your list. It's find to keep the others, but be sure you have one that fits with Marzano's work: identifying similarities and differences, etc.
Work in partners
Work in groups
Clocking
In my book, this is called "inside-outside" circle.
Think-Pair-Share - after students listen to the songs that are paired with the designate portraits, they will share with one another their responses to questions about how the music connects to the portrait.
Performance Objectives
Identify the characteristics of a portrait
Determine through research if there is a historical significance to an artwork
Identify sensory words and use them to create a poem reflective of the tone of the artwork
Render a portrait with accurate proportions and facial feature positioning
Select primary and secondary source documents that are reliable and pertinent
Identify sensory words in text and music
Prior Knowledge: This lesson expands on the previous unit taught about sensory images in 8th grade. Students will have learned about American History during 5th grade, as well as in Social Studies class up to this point.
Assessment Tool(s): Artworks Checklist, Sensory Images Graphic Organizer, Portrait Checklist, VoiceThread Checklist, Final Bio-Poem and Portrait Rubrics - Excellent variety. Which one(s) will students use for self-assessment?
Learning Tasks
Educator Responsible
Review the characteristics of a portrait using the checklist
Ms. Alonzo
View a portrait example and determine whether it qualifies as a portrait according to the checklist - Model with think-alouds?
Both
Discuss what sensory images are, how sensory words are derived, and how sensory words can be used to create lyrics or poems - Why only one educator?
Ms. Hunt
View the Mona Lisa poster and listen to two songs inspired by the portrait
Ms. Alonzo
Examine the similarities and differences between the two songs Why only one educator? This is actually perfect for two people to model...
Ms. Hunt
View two more portraits and listen to samples of the songs each inspired
Ms. Alonzo
Relate portraits to songs by pointing out sensory words and images derived from each
Both
Access the wiki page with a list of portraits in chronological order, a brief description of each, and a link to a piece of text that relates to the artwork
Ms. Hunt
Choose one portrait example as a class and read the accompanying text aloud
Both
Identify and list sensory words selected from the text
Ms. Hunt
Review sensory words and chart them by intensity, dividing them into subtle and strong categories
Ms. Alonzo
Explain the format and components of a Bio-Poem
Ms. Hunt
Discuss the selection of a 21st-Century figure of whom to create a portrait and a Bio-Poem
Ms. Alonzo
Explain the use of primary and secondary source documents to retrieve sensory words to be used in the Bio-Poem
Ms. Hunt
Use the pathfinder on the wiki to find a person who meets the criteria and begin research of primary and secondary source documents
Ms. Hunt
Portrait creation instruction
Ms. Alonzo
Lesson Evaluation/Comments Ms. Alonzo and Ms. Hunt will meet directly following the conclusion of the unit grade the final product together using the bio-poem and portrait rubric. (These are the same rubrics the students used to self-assess their final product before submitting it. Got it.) After grades are finished, they will jointly reflect on the lesson and suggest ways to improve the unit.
Scenario Page/Collaborative Planning Page
Collaborators: Liliana Alonzo and Jerusha Hunt
Reviewer: Dr. M.
Instructional Level: 8th-grade art students
Link to Lesson Plan Deconstruction Page
Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.
Standards Pages Dr. M suggested we use:
http://storytrail.com/Impact/matrix.htm
http://teksalign.pbworks.com/w/page/5945281/FrontPage
ART TEKS
Art Pieces and Text Page
Brilliant selection but some are not 21st-century "heroes/she-roes". ???
Tested 8th Grade TEKS that could be applicable
Collaborative Lesson Rubric
Scenario
Following the advice of school district fine arts administrators, Ms. Alonzo was on a mission to prove that visual arts classes could support core objectives and standards. Art teacher, Ms. Alonzo, approached the school librarian, Ms. Hunt, informally during lunch in the teacher's lounge to see if there was a way that she could take her portrait lesson to the next level by addressing other content area objectives. Ms. Hunt suggested that Ms. Alonzo expand the project to include Social Studies and English Language Arts objectives by requiring students to research the subject matter of their portrait and write an original biographical poem. Great idea!
Oh, to serve in a school where specialists and classroom teachers think of the librarian first when they have an instructional problem to solve!
After brainstorming together during Ms. Alonzo's prep time the next day, the team decided to focus on Ms. Alonzo's 8th-Grade art classes. They specifically wanted to help make connections between art, language arts, and social studies. Additionally, they wanted to continue to strengthen the sensory images reading comprehension strategy that the 8th graders were already introduced to in their Language Arts class.
Yes! The global view of the school librarian helps in making these inter-grade-level/inter-departmental connections. Brava!
Their initial goals are to incorporate the sensory images strategy, make cross curriculum connections (Language Arts, Social Studies, and Art), and create a final product that reflects those connections. Students will use sensory images to increase comprehension by responding to "paired" text and images, engage with multimodal resources, and examine how text and images relate. This lesson is designed to introduce students to significant political, social, and military leaders of the United States. The culminating project will be a portrait of a significant 21st-Century contributor with an accompanying biographic poem that weaves sensory images with biographical details together.
Fascinating!
Their initial objectives are that students will identify sensory language in various primary and secondary sources, identify the difference between a portrait and other type of subject matter in artworks, create a portrait of a 21st-Century figure according to the traditional rules of proportion in portraiture, and design and perform an original bio poem. Additionally, students will self assess their own work and present their completed portrait with the audio recording of them reading their Bio-Poem using VoiceThread.
The team has chosen this project because they're convinced that when you combine art with core content, student buy-in is always greater. Students will be free to choose the 21st-century figure that they feel has contributed to American history, society and/or culture. By placing the responsibility to select a key contemporary figure in the hands of each student, he or she has the opportunity to acquire deeper knowledge about someone and something that he or she thinks is meaningful. That choice makes the entire lesson more relevant to them.
Agreed! I will be important to provide a sample portrait, poem, and final product. Yes?
Collaborative Planning Form
Teacher/Topic: Ms. Alonzo & Ms. Hunt - More Than Words: A Unit on Sensory Images and Portraits of America
Dates/Times: Lesson Length = 6 60-minute lessons
The following planning form covers the entirety of the unit from beginning to end. The information that applies to the 60-minute lesson that we are focusing on is highlighted.
1.1 Skills.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.4 Self-Assessment Strategies.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.1 Skills.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1 Skills.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.1 Skills.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.4 Self-Assessment Strategies.
4.4.1 Identify own areas of interest.
1(A) illustrate ideas from direct observation, imagination, and personal experience and from experiences at school and community events
2(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally
4(A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques
23(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
26(B) identify examples of American art, music, and literature that reflect society in different eras
3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work
8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
This may be the only research-based instructional strategy on your list. It's find to keep the others, but be sure you have one that fits with Marzano's work: identifying similarities and differences, etc.
In my book, this is called "inside-outside" circle.
Prior Knowledge: This lesson expands on the previous unit taught about sensory images in 8th grade. Students will have learned about American History during 5th grade, as well as in Social Studies class up to this point.
Assessment Tool(s): Artworks Checklist, Sensory Images Graphic Organizer, Portrait Checklist, VoiceThread Checklist, Final Bio-Poem and Portrait Rubrics - Excellent variety. Which one(s) will students use for self-assessment?
Why only one educator? This is actually perfect for two people to model...
Lesson Evaluation/Comments
Ms. Alonzo and Ms. Hunt will meet directly following the conclusion of the unit grade the final product together using the bio-poem and portrait rubric. (These are the same rubrics the students used to self-assess their final product before submitting it. Got it.) After grades are finished, they will jointly reflect on the lesson and suggest ways to improve the unit.
Resources and Materials